We started this week out by wrapping up the 6 word memoirs and multi-genre projects. All students that worked on their memoirs in class finished, and some of those students also turned in their multi-genre projects that class as well. As I look back on this project, I should have more clearly stated the directions and requirements for the multi-genre project. Most students were right on task with their projects, but others needed to add writing and/or other minor details that were lacking in their particular genre projects. I proceeded to grade these projects based off of a rubric that I created specifically for this project; this way, if students get docked points they will know why, and will know what is to be expected for the next multi-genre project (projected to be due the 3rd or so week in October).
This week has taught me a lot about my students. I would say that I have pretty good relationships with most of my students, with the exception of a slight few who continue to challenge me and my patience. Regardless, I find that more and more students are beginning to open up and trust me more. I found that, especially in the essay that the collaborative students worked on, a lot of those students opened up with some pretty personal information. I am glad that these students trust me enough to share their personal history with me. A student in particular, was having difficulty with a assignment. When I pulled him outside of the classroom (and into the hallway) to ask him why he was so upset, he responded that it was the year anniversary of his father’s death, and we just so happened to be reading a poem that was about a young boy and his father passing away; needless to say this student was having a really rough time. After a pretty extensive conversation with this student, I discover that this student was also having school and current living-situation problems. I offered to help this student, and I felt privileged that this particular student, who is usually very reserved, confided in me; this experience also conveyed unsaid information on why this particular student seemed distant and apathetic. Since this incident, the student regularly participates in class and has made a real attempt to succeed in the classroom.
Coinciding with these new relationships, students are also participating more in class; they are less hesitant to do the assigned tasks, and more apt to participate in class. This, of course, does not apply to all students, but does include the majority of the students. As always, students are going to have days when they are resistant to do anything, but it is days (much like the ones I have had this week) where the students cooperate and are eager to work, that their best, and sometimes most personal, work comes out and really makes the not-so-good days all worth it.
Wednesday, September 30, 2009
Friday, September 18, 2009
Week 4
I taught another full odd day this Tuesday. My mentor teacher was attending an event that day, so I had 1st, 5th, and 7th periods to teach. For first period, we reviewed deeper concepts of the three essays that they had previously covered and would be tested on the following class period. We divided into groups to generate deeper-meaning comprehension and application to these essays. The class seemed to be divided among groups that were working diligently and other groups of students that needed assistance developing ideas or had to be reminded to stay on task. When we reconvened, all students appeared to participate in class discussion and pay attention to the material being covered. This collaborative group discussion helped all students to develop their ideas further and greatly benefitted the students, especially those who were having difficultly digging deeper into themes and applications of these essays.
5th and 7th periods were dedicated to working individually and collaboratively to strengthen grammar, independent reading, and comprehension skills. We have begun bell ringers in these periods to help get students motivated to settle down and begin work when they enter the classroom. This system seems to be working well: students come in and find the bell ringer sentence(s) in which they must copy down the incorrect form as it is written, then below it, rewrite the sentence(s) with the corrections in place (this activity also helps students work on grammar and sentence structure skills). After they completed their bell ringer, the students were given 20 grammar sentences to correct. This activity helped me to evaluate students grammar strengths and issues, so that I may assess their writing skills and hopefully help these students with the areas that they are having difficulty with. When all of the students completed all twenty sentences, we reviewed them all via class discussion. 5th period completed these sentences, reviewed the answers, read a new story (orally-decided by class vote) “The Pedestrian” and worked on a corresponding vocabulary 4-fold during this class. 7th period took much more time with the grammar sentences; a lot of these students struggled with the material, which coveys to me that these students lack basic and comprehension grammar/sentence structure skills (which I will need to help them with). Because these students required a lot more time to complete the grammar sentences, after they finished, we only had enough time to review the answers before class ended; this only reinforces the notion that this class needs more time allotted to complete tasks.
Thursday’s lesson was much more hands-on. I was in charge of 5th and 7th periods, so I decided to finish up work on the 6 words memoirs that they had previously started on, so that come next week, I could begin with a brand new lesson unit. Both classes were given their 6 word memoirs that they created last week, and told to create a power point slide that incorporated a picture that best represented/expressed their memoir, as well as including the actual memoir and their name. I wanted to show both classes a video that exemplifies the activity that they would be doing, but the computer did not work in the classroom, so only some of the students actually watched it when we got to the computer lab. Both classes were reduced to approximately fifty minutes each, due to class pictures and because 7th period generally needs more time to complete tasks, I decided to give them a jump start on this lesson. While they were getting their pictures taken, I logged each student into a computer, set their memoir with that particular computer, and opened up the website with the video example on it; this way, all the students needed to do was come in, find their seat, listen to/read the directions and get to work, which is exactly what they did. Because of the shortened class period, I was afraid that the classes would not finish the assignment, but much to my surprise, they not only completed it, but they also composed highly creative, quality work! I was very, very impressed with the work ethic and products that these students generated from this lesson. From trial-and-error-type activities in present and past lessons, I have come to find that the students in 5th and 7th periods benefit more with both written and oral directions; they need to see the instructions, so that they can follow and effectively accomplish each step, but they also need oral guidance, or clues, as well as examples, effectively comprehend and complete a task/assignment. Also, hands-on activities seem to fare better with these two classes; they get much more involved, or much more engaged, with the lesson, as well as retain much more of the information and more efficiently complete assigned tasks.
5th and 7th periods were dedicated to working individually and collaboratively to strengthen grammar, independent reading, and comprehension skills. We have begun bell ringers in these periods to help get students motivated to settle down and begin work when they enter the classroom. This system seems to be working well: students come in and find the bell ringer sentence(s) in which they must copy down the incorrect form as it is written, then below it, rewrite the sentence(s) with the corrections in place (this activity also helps students work on grammar and sentence structure skills). After they completed their bell ringer, the students were given 20 grammar sentences to correct. This activity helped me to evaluate students grammar strengths and issues, so that I may assess their writing skills and hopefully help these students with the areas that they are having difficulty with. When all of the students completed all twenty sentences, we reviewed them all via class discussion. 5th period completed these sentences, reviewed the answers, read a new story (orally-decided by class vote) “The Pedestrian” and worked on a corresponding vocabulary 4-fold during this class. 7th period took much more time with the grammar sentences; a lot of these students struggled with the material, which coveys to me that these students lack basic and comprehension grammar/sentence structure skills (which I will need to help them with). Because these students required a lot more time to complete the grammar sentences, after they finished, we only had enough time to review the answers before class ended; this only reinforces the notion that this class needs more time allotted to complete tasks.
Thursday’s lesson was much more hands-on. I was in charge of 5th and 7th periods, so I decided to finish up work on the 6 words memoirs that they had previously started on, so that come next week, I could begin with a brand new lesson unit. Both classes were given their 6 word memoirs that they created last week, and told to create a power point slide that incorporated a picture that best represented/expressed their memoir, as well as including the actual memoir and their name. I wanted to show both classes a video that exemplifies the activity that they would be doing, but the computer did not work in the classroom, so only some of the students actually watched it when we got to the computer lab. Both classes were reduced to approximately fifty minutes each, due to class pictures and because 7th period generally needs more time to complete tasks, I decided to give them a jump start on this lesson. While they were getting their pictures taken, I logged each student into a computer, set their memoir with that particular computer, and opened up the website with the video example on it; this way, all the students needed to do was come in, find their seat, listen to/read the directions and get to work, which is exactly what they did. Because of the shortened class period, I was afraid that the classes would not finish the assignment, but much to my surprise, they not only completed it, but they also composed highly creative, quality work! I was very, very impressed with the work ethic and products that these students generated from this lesson. From trial-and-error-type activities in present and past lessons, I have come to find that the students in 5th and 7th periods benefit more with both written and oral directions; they need to see the instructions, so that they can follow and effectively accomplish each step, but they also need oral guidance, or clues, as well as examples, effectively comprehend and complete a task/assignment. Also, hands-on activities seem to fare better with these two classes; they get much more involved, or much more engaged, with the lesson, as well as retain much more of the information and more efficiently complete assigned tasks.
Week 3
This week, I taught two lessons. The first was about annotation, and it was directed towards all odd day classes (1st, 5th, and 7th periods). Students were shown, via power point presentation, a marked-up (annotated) version of the essay that they had previously read. 1st period appeared to grasp the content of this lesson, as they seemed knowledgeable on the annotation process. After teaching the annotated portion of this lesson, the students read another essay (read orally-decided by class vote) and annotating it into their notes as they proceeded. As I walked around the room, I assessed the students’ annotation skills, alongside the content that I taught in my lesson, to determine if they had learned and applied anything that I had taught them; to my surprise they were actually utilizing tips that I had taught in the lesson.
5th and 7th periods instruction for this lesson was modified. I showed (via power point) these students the handout (essay) that I had jotted down notes on, as well as these notes handwritten on note paper; this was meant to demonstrate how to annotate notes, transcribe them, and develop these ideas further. We did not get through the entire annotation lesson, though I believe that the students all pulled at least one thing or another from it that will help them in the future.
On Friday, I did a pre-writing lesson with the 5th and 7th period classes. For this lesson, I wanted to demonstrate some pre-writing exercises/activities (ABC Brainstorm Chart, List, Cluster) that would incite students to generate ideas and utilize pre-writing skills that would not only help them in English class, but their other classes as well. I created a Power Point presentation that demonstrated each activity and included examples of each, so that students would fully comprehend each activity before working with it. 5th period chose Morgantown High School as their topic for these activities. First, they worked individually to complete the ABC Brainstorm Chart, then collectively as groups as they competed against other groups in order to come up with the most original answers (groups would not get points if another group had the same answer). I did this same procedure with 7th period, but they voted that their topic be music, and both classes got very involved in the lesson; this type of hands-on activity seems to work well for both of these classes, and as long as both classes stay focused and on task, they produce very proficient work.
5th and 7th periods instruction for this lesson was modified. I showed (via power point) these students the handout (essay) that I had jotted down notes on, as well as these notes handwritten on note paper; this was meant to demonstrate how to annotate notes, transcribe them, and develop these ideas further. We did not get through the entire annotation lesson, though I believe that the students all pulled at least one thing or another from it that will help them in the future.
On Friday, I did a pre-writing lesson with the 5th and 7th period classes. For this lesson, I wanted to demonstrate some pre-writing exercises/activities (ABC Brainstorm Chart, List, Cluster) that would incite students to generate ideas and utilize pre-writing skills that would not only help them in English class, but their other classes as well. I created a Power Point presentation that demonstrated each activity and included examples of each, so that students would fully comprehend each activity before working with it. 5th period chose Morgantown High School as their topic for these activities. First, they worked individually to complete the ABC Brainstorm Chart, then collectively as groups as they competed against other groups in order to come up with the most original answers (groups would not get points if another group had the same answer). I did this same procedure with 7th period, but they voted that their topic be music, and both classes got very involved in the lesson; this type of hands-on activity seems to work well for both of these classes, and as long as both classes stay focused and on task, they produce very proficient work.
Tuesday, September 8, 2009
Week 2
This was the first full week of classes and I was able to work with both small and large groups of students. In order to gauge the reading and comprehension level of the two 10th grade classes, we split into small groups and the students assigned to Mr. Barrett, Mrs. Beres, or myself, were asked to alternate reading three short stories aloud to the rest of the group. In my small group students read these stories with relatively low difficulty. Throughout the stories, I would pause to ask the students some basic comprehension questions to gauge their grasp of the material as well as keep them involved in the activity. The students also answered the questions at the end of the stories and the unit. Once this activity was finished students worked on creating a 4-fold vocabulary study sheet, in order to study the words and definitions from these short stories for the corresponding test that ensued on Friday.
On Wednesday and Thursday I taught my first lesson, about six word memoirs, which I utilized for all six classes. After teaching this lesson to the 1st period Honors English, I decided to tweak the lesson to adjust to the learning differences of the collaborative 5th and 7th period English classes. I extended the original six word memoir lesson to include a power point presentation which encompassed an activity that required each student to come to the board to write down their individual response to a prompt, thus making the students more involved in the lesson. This particular method of presentation seemed to get students more interested and involved in the lesson, so I then applied it to the remaining 2nd, 6th, and 8th period Honors English classes. The feedback I received from the students and Mr. Barrett assured me that this was a solid lesson, that the students got something out of, as well as enjoyed. After this lesson, all of the classes took their assigned vocabulary tests, and upon completion were given an essay to read, take notes on, answer questions about , and decipher vocabulary words from, based on context clues. During this time, I worked individually with various students to help them comprehend the material, answer any questions they might have, as well as helped to motivate them to work on/complete the assigned essay (as they needed it, being that it was the last part of the school week). Overall, it was a very exciting and productive week! J
On Wednesday and Thursday I taught my first lesson, about six word memoirs, which I utilized for all six classes. After teaching this lesson to the 1st period Honors English, I decided to tweak the lesson to adjust to the learning differences of the collaborative 5th and 7th period English classes. I extended the original six word memoir lesson to include a power point presentation which encompassed an activity that required each student to come to the board to write down their individual response to a prompt, thus making the students more involved in the lesson. This particular method of presentation seemed to get students more interested and involved in the lesson, so I then applied it to the remaining 2nd, 6th, and 8th period Honors English classes. The feedback I received from the students and Mr. Barrett assured me that this was a solid lesson, that the students got something out of, as well as enjoyed. After this lesson, all of the classes took their assigned vocabulary tests, and upon completion were given an essay to read, take notes on, answer questions about , and decipher vocabulary words from, based on context clues. During this time, I worked individually with various students to help them comprehend the material, answer any questions they might have, as well as helped to motivate them to work on/complete the assigned essay (as they needed it, being that it was the last part of the school week). Overall, it was a very exciting and productive week! J
Week 1
Monday and Tuesday were dedicated to meetings and room/class preparation. From these meetings, I was able to see how teachers collaborate wholly and also within groups (divided by subject: English, Math, etc.) to strategize methods for enriching education to better benefit the students. I found the subject-divided group session the most interesting; during this session, English teachers from various grades partnered to discuss areas in the curriculum that students were having the most difficulty with and strategized methods for improvement.
Wednesday was the first day back for students. In order for students to be familiar with all of their classes, the block schedule was minimized to 35 or so minutes so that students would visit each of their classes (both even and odd) on this first day of class. During even days, Mr. Barrett and myself have 2nd, 4th, 6th, and 8th periods; all of these classes are 10th grade Honors English, and 4th period is an Independent Research class that has mixed grade level students. Odd days consist of 1st, 3rd, 5th, and 7th periods; 1st period is 10th grade Honors English, while 5th and 7th are 10th grade English, and 3rd period is our planning period. By Friday, I had met all of the students and even learned a few names. While I initially found the odd/even schedule days confusing, they actually offer space for well developed lessons as well as give students a nice mixture of classes throughout the week, which creates a schedule that is more intermittent and less repetitive, as they would have if they had the same classes day after day.
Here is a video clip that relates to the 6 word memoir project to give you a feel of what it's about:
http://www.youtube.com/watch?v=yQT6PfISRoM&feature=related
Wednesday was the first day back for students. In order for students to be familiar with all of their classes, the block schedule was minimized to 35 or so minutes so that students would visit each of their classes (both even and odd) on this first day of class. During even days, Mr. Barrett and myself have 2nd, 4th, 6th, and 8th periods; all of these classes are 10th grade Honors English, and 4th period is an Independent Research class that has mixed grade level students. Odd days consist of 1st, 3rd, 5th, and 7th periods; 1st period is 10th grade Honors English, while 5th and 7th are 10th grade English, and 3rd period is our planning period. By Friday, I had met all of the students and even learned a few names. While I initially found the odd/even schedule days confusing, they actually offer space for well developed lessons as well as give students a nice mixture of classes throughout the week, which creates a schedule that is more intermittent and less repetitive, as they would have if they had the same classes day after day.
Here is a video clip that relates to the 6 word memoir project to give you a feel of what it's about:
http://www.youtube.com/watch?v=yQT6PfISRoM&feature=related
Subscribe to:
Posts (Atom)